Illuminating Change

Abstract

Using the method of a formative experiment, this investigation examines how the use of peer revision and collaboration in an online environment, specifically a social network, could be implemented in a middle school classroom to increase revision over multiple drafts and improve the quality of student expository writing. Thirty-six students in two sections of a seventh-grade English language arts class participated in the study. Quantitative and qualitative data were collected prior to, during, and after the intervention to establish baseline data, as well as determine progress toward the pedagogical goal. Analyses reveal improvement in the amount of student revision and quality of student writing, as well as improved peer feedback using an online community for peer revision and collaboration. The enhancing and inhibiting effects of technology in this intervention is examined, as well as the unanticipated effects of the intervention.

The Contribution of Teacher Feedback to the Revision of Student’s Work in Primary and Secondary Education: A Systematic Literature Review

“…Thirteen studies have investigated the effects of teachers' feedback on students' work revision in secondary education, particularly in language learning and skills such as grammar, spelling, and writing (Early & Saidy, 2014;Hunt-Barron & Colwell, 2014;Cutumisu, 2018;Gao et al, 2019, Dmoshinskaia et al, 2021aHattie et al, 2022;Bouwer & Dirkx, 2023). Also, eight studies specifically focused on English as a foreign language (Poorebrahim, 2017;Nia & Valizadeh, 2022) and second language learning (Singh & Tan, 2017;Saidon et al, 2018;Karim & Nassaji, 2020;Rahimi, 2021;Kim & Emeliyanova, 2021).…”

“…There was one study dedicated to natural sciences education (Zhu et al, 2020), and another encompassing feedback in all subjects (Wu & Schunn, 2020). The studies addressed various types of feedback, including direct and indirect feedback (Fukuta et al, 2019), critical feedback (Cutumisu, 2018;Cutumisu & Schwartz, 2018), and online feedback (Hunt- Barron & Colwell, 2014;Lee et al, 2019;Hattie et al, 2021;Yamashita et al, 2021), as well as feedback from peers (Hunt-Barron & Colwell, 2014;Hovardas et al, 2014;Dmoshinskaia et al, 2021a), which have been shown to significantly benefit students' assignments. The findings suggest that students accept written feedback (Saidon et al, 2018;Wu & Schunn, 2020), prefer electronic feedback systems (Lee et al, 2019), appreciate peer feedback (Cutumisu & Schwartz, 2018), and recognize its value in revising their work (Saidon et al, 2018;Wu & Schunn, 2020).…”

The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

“…Eleven studies have been conducted on the impact of teachers' feedback on the revision of students' work in secondary education, focusing on language and its skills including grammar, spelling, and writing. These studies include Early andSaidy (2014), Hunt-Barron andColwell (2014), Hovardas, Tsivitanidou and & Zacharia (2014), Arege (2015), Saidon, Said, Soh, and Husnin, (2018), Lee et al (2019), Fukuta, Tamura andKawaguchi (2019), Wu & Schunn (2020), Hattie, Crivelli, Van Gompel, West-Smith and Wike (2021), Kim &Emeliyanova (2021), andMcCarthy et al (2022). Additionally, eight studies have been conducted on English as a foreign language (Gao et al, 2019;Nia & Valizadeh, 2021;Afruzi et al, 2022) and as a second language (Van Beuningen et al, 2012;Poorebrahim, 2017;Singh & Tan, 2017;Karim & Nassaji, 2020;Rahimi, 2021).…”

“…Furthermore, four studies have been conducted on academic writing, including writing texts, essays, scientific arguments (Zhu et al, 2020), concept maps (Dmoshinskaia, Gijlers, & de Jong, 2021a), and posters (Cutumisu, 2018;Cutumisu & Schwartz, 2018). The advantages include the catalytic contribution of feedback (Zhu et al, 2020) and its various types and subcategories, such as direct and indirect feedback (Fukuta, Tamura, & Kawaguchi, 2019), critical feedback (Cutumisu, 2018;Cutumisu & Schwartz, 2018), e-feedback (Hunt-Barron & Colwell, 2014Lee et al, 2019;Hattie, Crivelli, Van Gompel, West-Smith, & Wike, 2021;Yamashita, 2021), the provision of feedback to students by their classmates (peer) (Hunt-Barron & Colwell, 2014;Hovardas, Tsivitanidou, & Zacharia, 2014;Dmoshinskaia, Gijlers, & de Jong, 2021a) asynchronous auditory feedback provide significant benefits to learners' revisions of work. For their part, students accept written feedback (Saidon, Said, Soh, & Husnin, 2018;Wu & Schunn, 2020), are favorable to using electronic feedback systems (Lee et al, 2019), accept feedback from their peers (Cutumisu & Schwartz, 2018) and acknowledge its contribution to the revision of their work (Saidon, Said, Soh, & Husnin, 2018;Wu & Schunn, 2020).…”